The Marginal Syllabus: Educator Learning and Web Annotation Across Sociopolitical Texts and Contexts

Kalir, Jeremiah; Pérez, F.J.

doi:10.31219/osf.io/6axnk

Cited by 10 publications

(16 citation statements)

References 42 publications

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“…It may also have negative or dangerous effects on students from historically marginalized populations (see Brown & Croft, 2002). However, Marginal Syllabus is an example of a project that explicitly centers social justice focused texts (Kalir & Perez 2019), and as such, has a cultural social justice purpose. Collaborative web annotation can have a political social justice purpose if the choice of articles to annotate are crowdsourced by participants from marginalized groups (see Bali & Caines, 2018).…”

Section: Collaborative Web Annotation (Eg Marginal Syllabus)mentioning

confidence: 99%

“…One way Marginal Syllabus has tried to enhance diverse participation in "annotatathons" was to change from hour-long sessions (found to be unfriendly for certain time zones and not helpful for deep, slow reading) to sessions taking place over several days, opening up participation across time zones and for people with less flexible schedules and allowing more room for give and take among participants (Kalir 2018). Kalir and Perez (2019) remind us that using technology to connect still has political and equity implications. Audrey Watters' (2017) decision to block annotation from her personal website provides a salutary example: while annotation can be used to engage in critical dialogue, it can also be used to abuse, troll or bully an author in ways outside their control, thus having a negative social justice effect.…”

Section: Collaborative Web Annotation (Eg Marginal Syllabus)mentioning

confidence: 99%

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Framing Open Educational Practices from a Social Justice Perspective

Bali

Cronin

Jhangiani

2020

Journal of Interactive Media in Education

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OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & McLaren 2018; DeRosa & Jhangiani 2017; Koseoglu & Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving examples of practices across a continuum of openness and along three axes: from content-centric to process-centric, teacher-centric to learner-centric, and practices that are primarily for pedagogical purposes to primarily for social justice (Bali 2017). Second, we employ Hodgkinson-Williams and Trotter's (2018) conceptual framework, which builds on Fraser's model of social justice, to critically analyse the ways in which the use/impact of OEP might be considered socially just, with a particular focus on expansive, process-centric OEP. We analyze for whom and in which contexts OEP can (i) support social justice along economic, cultural and political dimensions, and (ii) do so in transformative, ameliorative, neutral or even negative ways. We use the typology and framework to analyse specific process-centric forms of OEP including collaborative annotation, Wikipedia editing, open networked courses, Virtually Connecting, public scholarship, and learner-created OER. Analysing specific practices highlights diversity across the axes and subtle differences among them, such as when a particular practice is considered good pedagogy and how it can be modified to be more oriented towards social justice. We discuss limitations of each practice not just from its discourse and design, but also how it works in practice.

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Section: Collaborative Web Annotation (Eg Marginal Syllabus)mentioning

confidence: 99%

Section: Collaborative Web Annotation (Eg Marginal Syllabus)mentioning

confidence: 99%

Framing Open Educational Practices from a Social Justice Perspective

Bali

Cronin

Jhangiani

2020

Journal of Interactive Media in Education

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“…We perceive annotation from a critical and digital literacy perspective as a practice positioning authors and readers in collaborative and contested discourses that reflect and redefine power. From a perspective of critical literacy, we also approach annotation as a potentially powerful civic practice as the acts of writing over, around, and alongside texts can foster discussion about sociopolitical contexts (Kalir & Perez, 2019). Reading, interpreting, and interacting via forms of web annotation may be interpreted as a contemporary form of digitized graffiti (e.g., Phillips, 1999).…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“…In this study, we approach educators’ use of OWA for public civic writing from a critical theoretical perspective that suggests that under certain conditions, OWA can foster critical and digital civic literacy. Following a review of this study’s theoretical perspective, we introduce social design experiment methodology (Gutiérrez & Jurow, 2016) to contextualize educators using OWA to discuss educational equity across sociopolitical texts and contexts (Kalir & Perez, 2019). Next, we present a single case of an OWA conversation among educators about civic imagination and innovation.…”

Section: Introductionmentioning

confidence: 99%

Civic Writing on Digital Walls

Kalir

Garcia

2019

Journal of Literacy Research

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Civic writing has appeared on walls over centuries, across cultures, and in response to political concerns. This article advances a civic interrogation of how civic writing is publicly authored, read, and discussed as openly accessible and multimodal texts on digital walls. Drawing upon critical literacy perspectives, we examine how a repertoire of 10 civic writing practices associated with open web annotation (OWA) helped educators develop critical literacy. We introduce a social design experiment in which educators leveraged OWA to discuss educational equity across sociopolitical texts and contexts. We then describe a single case of OWA conversation among educators and use discourse analysis to examine shifting situated meanings and political expressions present in educators’ civic writing practices. We conclude by considering implications for theorizing the marginality of critical literacy, designing learning environments that foster educators’ civic writing, and facilitating learning opportunities that encourage educators’ civic writing across digital walls.

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“…Those who lead the project believe that open web annotation promotes educator agency and has the ability to foster equity-centric dialogue. This approach is inspired by the transformative potential of openness in education, while recognizing that the use of technology for connection still carries implications for politics and equity (Kalir & Perez, 2019). Texts which tackle equity issues are chosen (sometimes by the leaders, sometimes crowdsourced) and scheduled for annotation and promoted openly on Twitter.…”

Section: Marginal Syllabusmentioning

confidence: 99%

A call for promoting ownership, equity, and agency in faculty development via connected learning

Bali

Caines

2018

Int J Educ Technol High Educ

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For transformation to occur in learning environments and for learners, higher education must first consider how such transformation will occur for the designers and facilitators of learning experiences: the university teachers or educators we call faculty (in the US), instructors, lecturers or professors or, in some instances, university staff. For the purpose of this article, we will refer to them as educators or faculty, and the process of their professional development as educational development or faculty development (more historically common in the US context). We aspire towards universities in the future that cultivate connected, participatory educational development that crosses institutional and national boundaries, and which takes equity, social justice and power differences into consideration, promoting educator agency. We propose theoretical underpinnings of our approach, while also highlighting some examples of recent practice that inspire this direction, but which are small in scale, and can provide springboards for future approaches that may be applied on a wider scale and become more fully integrated, supported and rewarded in institutions. Our theoretical underpinnings are influenced by theories of heutagogy and self-determined learning, transformative learning, connectivist and connected learning, and an interest in equity. We share models of alternative approaches to educator development that take advantage of the latest advances in technology, such as #DigPINS, Virtually Connecting, collaborative annotation, and dual-pathway MOOCs. We then share a semi-fictional authoethnography of our (the authors') daily connected lives, and we end by highlighting elements of the models we shared that we feel could be adapted by institutions to achieve educator professional development that is more transformative, participatory, and equitable.

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The Marginal Syllabus: Educator Learning and Web Annotation Across Sociopolitical Texts and Contexts

Cited by 10 publications

References 42 publications

Framing Open Educational Practices from a Social Justice Perspective

Framing Open Educational Practices from a Social Justice Perspective

Civic Writing on Digital Walls

A call for promoting ownership, equity, and agency in faculty development via connected learning

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